Orange Public Schools
Grade
October 2014
Math in Focus
2014-2015 Pacing Calendars
Adapted with permission from
From the Common Core State Standards:
In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and
subtraction of fractions, and developing understanding of the multiplication of fractions and of division of
fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit
fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system
and developing understanding of operations with decimals to hundredths, and developing fluency with
whole number and decimal operations; and (3) developing understanding of volume.
1. Students apply their understanding of fractions and fraction models to represent the addition and
subtraction of fractions with unlike denominators as equivalent calculations with like denominators. They
develop fluency in calculating sums and differences of fractions, and make reasonable estimates of them.
Students also use the meaning of fractions, of multiplication and division, and the relationship between
multiplication and division to understand and explain why the procedures for multiplying and dividing
fractions make sense. (Note: this is limited to the case of dividing unit fractions by whole numbers and
whole numbers by unit fractions.)
2. Students develop understanding of why division procedures work based on the meaning of base-ten
numerals and properties of operations. They finalize fluency with multi-digit addition, subtraction,
multiplication, and division. They apply their understandings of models for decimals, decimal notation, and
properties of operations to add and subtract decimals to hundredths. They develop fluency in these
computations, and make reasonable estimates of their results. Students use the relationship between
decimals and fractions, as well as the relationship between finite decimals and whole numbers (i.e., a finite
decimal multiplied by an appropriate power of 10 is a whole number), to understand and explain why the
procedures for multiplying and dividing finite decimals make sense. They compute products and quotients
of decimals to hundredths efficiently and accurately.
3. Students recognize volume as an attribute of three-dimensional space. They understand that volume can
be measured by finding the total number of same-size units of volume required to fill the space without
gaps or overlaps. They understand that a 1-unit by 1-unit by 1-unit cube is the standard unit for measuring
volume. They select appropriate units, strategies, and tools for solving problems that involve estimating and
measuring volume. They decompose three-dimensional shapes and find volumes of right rectangular
prisms by viewing them as decomposed into layers of arrays of cubes. They measure necessary attributes
of shapes in order to determine volumes to solve real world and mathematical problems.
September 2014
Chapter 1 - Whole Numbers: In Chapter 1, it is very important for students to understand that in a multidigit whole number a digit in one place represents 10 times as much as the digit in the place to its right
and 1/10 of the digit in the place to its left. Use concrete materials, technology and charts to help
students to master this concept. Emphasize that the value of a digit is determined by its place value
position. (1.4 Can be omitted)
Chapter 2 - Whole Number Multiplication & Division: This is the most important chapter of the year!
Students are expected to be very solid with multiplication of whole numbers by the end of grade 5. Have
students practice estimation strategies, but do not spend too much time on this section, instead
incorporate estimation throughout the year. Focus on patterns when multiplying and dividing by 10, 100
& 1000. This chapter is built on the understanding of multiplying and dividing by multiples of 10. This
chapter will take more time; additional days have been added to the calendar. OMIT 2.1
Fact Fluency – 5 minutes 3x per week
MONTH of SEPTEMBER
Sunday
Monday
1
Labor Day
Tuesday
2
Opening day
Wednesday
Thursday
Friday
3
4
5
PD DAY
PD DAY
PD DAY
Saturday
6
Sup. Forum
PD day
7
8
PD DAY?
9
First Day of
School for
Students
10
Chapter 1
Whole
Numbers
11
12
13
14
15
16
17
18
19
20
21
22
23
24
Department
Meeting
12:30
Dismissal
25
26
27
28
29
Chapter 2
Whole
Number
Multiplication
& Division
30
October 2014
Continue Chapter 2 - Whole Number Multiplication & Division: This is the most important chapter of
the year! Students are expected to be very solid with multiplication of whole numbers by the end of
grade 5. Have students practice estimation strategies, but do not spend too much time on this section,
instead incorporate estimation throughout the year. Focus on patterns when multiplying and dividing by
10, 100 & 1000. This chapter is built on the understanding of multiplying and dividing by multiples of 10.
This chapter will take more time; additional days have been added to the calendar.
Chapter 3 – Fractions and Mixed Numbers: Chapter 3 is a very important chapter as mastery of
addition and subtraction of fractions is a CCSS big idea for grade 5. Use visual models to represent
fractions. This chapter expects that students can find common denominators, if students struggle with
understanding equivalent fractions go back to grade 4 materials and use paper strips or fraction circles.
Be sure to locate fractions on the number line and operations should be modeled there too. CCSS
emphasizes this model for fractions.
Fact Fluency – 5 minutes 3x per week
MONTH of OCTOBER
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
12:30
Dismissal for
students only
24
25
26
27
28
Chapter 3
Fractions &
Mixed
Numbers
29
30
12:30
Dismissal
31
Full Day Staff
plus 75
minutes
November 2014
Continue Chapter 3 – Fractions and Mixed Numbers:
Chapter 4 – Multiplying and Dividing Fractions & Mixed Numbers: In chapter 4, spend time
developing conceptual understanding of multiplying fractions. Use visual models to represent problems,
teach the algorithm and help student to see the connections between the two. . The area model is very
useful for all multiplication situations and is emphasized in CCSS especially for multiplication of fractions.
Note that division only includes division of fractions by whole numbers and whole numbers by fractions,
but not fractions by fractions. Avoid moving too fast to the algorithm so students develop an
understanding of it.
Fact Fluency – 5 minutes 3x per week
MONTH of NOVEMBER
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
4
5
6
District
Closed
7
District
Closed
8
9
10
11
12
13
14
15
16
17
Pre K – 7
12:30
Dismissal
18
20
21
22
23
24
25
19
Chapter 4
Multiplying
and Dividing
Fractions and
Mixed
Numbers
26
12:30
Dismissal
Thanksgiving
27
District
Closed
28
District
Closed
29
December 2014
Continue Chapter 4 – Multiplying and Dividing Fractions & Mixed Numbers: In chapter 4, spend
time developing conceptual understanding of multiplying fractions. Use visual models to represent
problems, teach the algorithm and help student to see the connections between the two. . The area
model is very useful for all multiplication situations and is emphasized in CCSS especially for
multiplication of fractions. Note that division only includes division of fractions by whole numbers and
whole numbers by fractions, but not fractions by fractions. Avoid moving too fast to the algorithm so
students develop an understanding of it.
Chapter 5 - Algebra: Spend time on 5.1 and 5.2 only (Take time to review the year to date)
Chapter 6 - Area of Triangle: Teach this Chapter with/before Chapter 13, or move to the
end of the year as this is not a CCSS for gr. 5
Chapter 7 – Ratio: move to the end of the year as this is not a CCSS for gr. 5
Fact Fluency – 5 minutes 3x per week
MONTH of DECEMBER
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
30
1
2
3
4
5
6
7
8
9
10
11 Chapter 5:
Algebra
12
13
14
15
16
17
18
19
20
21
22
23
12:30
Dismissal
Holiday
Recess
24
District
Closed
25
District
Closed
26
District
Closed
27
District
Closed
28
District
Closed
29
District
Closed
30
District
Closed
31
District
Closed
January 2014
Chapter 8 - Decimals: This is another critical chapter. This chapter builds on the understanding of
decimals as fractions and place value concepts. Chapter 8 will require students to have a good mastery
of the 4th grade decimal content (Chapter 7). Use place value chips, charts and number lines. Spend
some time writing basic fractions as decimals and help students make connections of 0.01 = 1/100 etc..
Students should have a strong understanding of the visual models for tenths and hundredths so they can
extend their understanding to thousandths. Students should understand decimals both as fractions and
as part of place value.
Chapter 9 – Multiplying and Dividing Decimals: Before Chapter 9, time may need to be spent
reviewing adding and subtracting decimals. This is an important chapter for students and a great time to
review the relationship between multiplication and division. The big idea for students is an understanding
that a digit in one place is 10 times the place to its right and 1/10 the place to its left. Explore patterns
with the decimal point and why we place the decimal, avoid teaching a “trick” for placing the decimal.
Fact Fluency – 5 minutes 3x per week
MONTH of JANUARY
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
District
Closed
2
District
Closed
3
4
5
Chapter 8
Decimals
6
7
8
9
10
11
12
13
14
15
16
17
18
19
District
Closed
20 Chapter 9
Multiplying
and Dividing
Decimals
21
22
23
24
25
26
27
28
29
12:30
Dismissal
30
31
Full Day Staff
plus 75
minutes
February 2014
Continue Chapter 9 – Multiplying and Dividing Decimals: Before Chapter 9, time may need to be
spent reviewing adding and subtracting decimals. This is an important chapter for students and a great
time to review the relationship between multiplication and division. The big idea for students is an
understanding that a digit in one place is 10 times the place to its right and 1/10 the place to its left.
Explore patterns with the decimal point and why we place the decimal; avoid teaching a “trick” for placing
the decimal.
Chapter 10 - Percent: move to the end of the year as this is not a CCSS for gr. 5
Chapter 11 – Graphs and Probability: During chapter 11, spend time graphing points on the coordinate
plane. Also be sure that students gain experience interpreting graphs. Especially focus on 11.2 and also
include line plots for CCSS 5MD2. All of Section 11.3 (Graphing Equations) does not need to be
addressed in grade 5.
Fact Fluency – 5 minutes 3x per week
MONTH of FEBRUARY
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
District
Closed
17
District
Closed
18
District
Closed
19
District
Closed
20
District
Closed
21
22
23
Chapter 11:
Graphs and
Probability
2:30
Dismissal for
students
24
25
26
27
28
March 2014
Continue Chapter 11 – Graphs and Probability:
Chapter 12 - Angles: Teach the recall prior knowledge from this chapter with Chapter 13 and move the
rest to the end of the year as this is not a CCSS for gr. 5
Chapter 13 - Properties of Triangles and Four Sided Figures: Chapter 13 is an important chapter.
Students need to understand the attributes of triangles and quadrilaterals and classify them based on
their properties. OMIT 13.2, 13.4
Fact Fluency – 5 minutes 3x per week
*NOTE: This is the PARCC PBA month. Testing will take place over 20 days for grades 3-8.
Teaching days may/will be affected these days.
MONTH of MARCH
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2*
Chapter 11
Graphs and
Probability
3
4 Chapter 6
/12 Area
5
6
7
8
9
10
11
12:30
Dismissal
12
13
14
19
20
21
26
27
28
15
16 Chapter 13
Properties of
Triangles and
Four Sided
Figures
17
Full Day Staff
plus 75
minutes
18
22
23
24
25
29
30
31
April 2014
Chapter 14 - Surface Area and Volume: During Chapter 14, use 3-D shapes to have students identify
faces, edges and vertices. Students should spend time creating 3-D figures from nets. Although Chapter
14 covers both Surface Area and Volume, spend more time on helping students to understand the
concept of volume and relate volume to multiplication and addition. Use concrete materials and hands
on activities. Students should understand the concept of volume and why the formula for volume of a
prism works.
OMIT 14.1, 14.2, 14.3, & 14.4
*NOTE: This is the PARCC EOY month. (April 27 – May 22). Teaching days may/will be affected
these days.
MONTH of APRIL
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1
2
3
District
Closed
4
5
6
District
Closed
7
District
Closed
8
District
Closed
9
District
Closed
10
District
Closed
11
12
13
Chapter 14
Three
Dimensional
Shapes
14
15
17
18
19
20
21
22
16
Pre K – 7
12:30
Dismissal
(Parent
Conferences)
23
24
25
26
27 *
Department
Meeting
2:30
Dismissal for
Students
28
29
30
May 2014
Chapter 7: Ratios- The main focus of this chapter will be to compare numbers by division and expressing
this comparison as a ratio
Chapter 10: Percent – The main focus of this chapter is to understand the relationship between percents,
fractions and decimals and using percents to solve real-world problems. Chapter 10 is a good way to link
what students have learned about fractions and decimals. It is a great place to review multiplying a
fraction by a whole number and making connections to equivalent fractions.
*NOTE: This is the PARCC EOY month. (April 27 – May 22). Teaching days may/will be affected
these days.
MONTH of MAY
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
1 Chapter 7:
Ratio
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
29
30
Chapter 10:
Percent
24
25
District
Closed
26
27
District Wide
PD Day
12:30
Dismissal
28
June 2014
Continue Chapter 10 – Percents: Chapter 10 is a good way to link what students have learned about
fractions and decimals. It is a great place to review multiplying a fraction by a whole number and making
connections to equivalent fractions.
MONTH of JUNE
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
31
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
2:30 pm
Dismissal
16
17
18
19
20
21
22
12:30
Dismissal for
Students
23
12:30
Dismissal for
Students
24
12:30
Dismissal for
Students
25
12:30
Dismissal for
Students
26
27
28
29
30